Upper secondary

Mobility scheme: Erasmus +
Source of funds: European
Target group: VET learners, teachers and school staff

Mobility scheme: Mandatory mobility (including cross-border apprenticeship)
Target group: Learners in specific branches or willing to learn specific trades

Overall policy targets are in place. Each year Anefore sets goals approved by its Board of Directors and used as a guideline throughout the year. Anefore also defines national objectives and qualitative indicators related to each key action of the Erasmus+ programme. Regarding the mobility of IVET learners, the first objective is that all students use the Europass mobility certificate as a complement recognizing the learning outcomes of the training abroad.

The IVET mobility policy in general is coordinated. IVET mobility policy is defined at a national level by the Ministry of National Education, Children and Youth. In addition, regarding the Obligatory mobility, it is planed that each year, the partners report the progress of the implementation of the Framework Agreement to the Summit of the Greater Region. The conclusions are published and transmitted for opinion to the Interregional Parliamentary Council as well as to the Economic and Social Committee of the Greater Region. The monitoring of the framework agreement implementation and the coordination of reporting responsibility are under the responsibility of the WG Labour Market of the Greater Region Summit, supported by the Secretariat of the Greater Region Summit.
From partners' reports and opinions of the Interregional Parliamentary Council and the Economic and Social Committee of the Greater Region, the WG Labour Market of the Greater Region Summit makes recommendations which will then be adopted by the Greater Region Summit and brought to the attention of the partners.

There is no overall evaluation of the IVET mobility policy in general.

Luxembourg has an information and guidance mechanism for the international learning mobility of IVET learners.

Mobility via traineeship abroad
Organisation:
Learners in secondary schools or institutions that have applied for an Erasmus+ project can plan traineeships abroad during their training. The total duration of the traineeships may last between 2 weeks and 1 year..

Actors:
The main contact point for learners is their secondary schools/institutions which provide all information. Secondary schools get all the information regarding the administrative management of their projects from Anefore, which is the national agency responsible for the implementation of European programmes for education, training and youth (e.g. the Erasmus+ Programme).

Target groups:
Only learners in secondary schools/institutions having an ongoing Erasmus+ VET mobility project with Anefore are concerned.

Delivery process:
The secondary schools having a mobility project may promote the mobility to their pupil via their teachers and guidance services. Companies training apprentices can also organise mobility periods for their apprentices. The guidance service gives general information to learners and their parents and also gives personal consultations and interviews. The Erasmus+ programme is managed by one national agency in Luxembourg: Anefore. Information on mobility opportunities is also provided by the national Youth service (Service National de la Jeunesse – SNJ), local Bureau for Youth (Antenne locale pour la Jeunesse – ALJ), and by the national Youth Information Agency (Agence nationale pour l’Information des Jeunes – ANIJ, also in charge of Eurodesk). In each of these services, the learner can receive personal advice.

Content:
Secondary schools and training companies provide learners with all the documents necessary for the organisation of a traineeship and they monitor them during the training. Anefore makes available to schools/institutions a series of administrative documents and forms that contain the information necessary for the organisation of the traineeships. Secondary schools and training companies may add additional requirements if necessary (new insurance etc.). Anefore is at the disposal of the institutions in the event of questions or if they need additional information. In 2017, Anefore has published a guide on mobility opportunities (1). In 2020, an impact study on VET mobility has been published (2).Its main purpose was to collect participants’ opinions on the skills they had acquired or developed thanks to their participation in mobility programmes.

Mandatory Mobility
Organisation:
Certain training/courses require a placement abroad (currently one programme) and some secondary schools encourage voluntary long-term mobility after completion of the initial VET-program. This is in particular the case for certain trainings in the agricultural field ,in health professions as well as tourism and innkeeper. In these cases, secondary schools can apply for an Ersasmus+ project.
There are also some trades that can only be learned via a cross-border apprenticeship. Cross-border apprenticeship is an apprenticeship where the work-based learning part is carried out in a training institution located in Luxembourg and where the school-based part is provided by an institution/secondary school in a neighbouring country.

Actors:
Guidance services at school/national level give information regarding the branches concerned. The authorisation of the Ministry of National Education, Children and youth (MENJE), of the national employment service (Adem – national Public Employment Service) and of the professional chamber concerned should be sought prior to any cross-border apprenticeship. The foreign secondary schools/institutions provide the general education and the school-based part of the VET training.

Target groups:
Learners in specific branches or willing to learn specific trades.

Delivery process:
Any guidance services and educational institutions can provide information on these types of training.

Content:
Information on the Qualities / Knowledge required, a training description and information on possible specializations following the training are provided (3).
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(1) http://www.anefore.lu/wp-content/uploads/2017/11/DESTINATION-EUROPE-1.p…
(2) https://www.anefore.lu/wp-content/uploads/2020/11/VET-Tracer-Study_EN.p…
(3) An example is provided here:
https://beruffer.anelo.lu/jobs/maroquinier_iere
http://www.handsup.lu/fr/metiers-formations/listing/fiche-metier-pdf/met

Regarding Erasmus+, the information and guidance mechanism is coordinated countrywide by Anefore.

No policy targets, but plans for developing some. The MENJE defines certain priorities that are aligned with European priorities, in particular: quality and attractiveness of VET through the promotion of mobility of of learners, teachers and other staff.

Legal provisions (1) in Luxembourg include the objective of promoting the international learning mobility in IVET. Such is the case for instance of the framework agreement on the cross-border mobility in the Greater Region.
The law of June 22th 2017 foresees that each secondary school develops its own clear and global guidance approach adapted to the specific needs of its learners’ population and aimed among others, to inform about the education and training pathway opportunities in Luxembourg as well as abroad.
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(1) Cross-border apprenticeships:
http://legilux.public.lu/eli/etat/leg/trep/2010/10/26/n7/jo
http://www.legilux.public.lu/leg/a/archives/2014/0153/a153.pdf#page=2

Luxembourg has taken measures to further improve the provision of information and guidance on international mobility for IVET learners.
The law of June 22nd 2017 gives its legal basis to the House of Guidance (Maison de l’orientation). It becomes a single point of contact and platform for stakeholders in the area of school and career guidance. The centralization allows for a better coordination of the services and actors, while raising the visibility. In an outreach perspective, this centralisation facilitates access of people looking for guidance or help.
Luxembourg has taken measures to further improve the provision of information and guidance on international mobility for IVET learners.
The law of June 22nd, 2017 gives its legal basis to the House of Guidance (Maison de l’orientation). It becomes a single point of contact and platform for stakeholders in the area of school and career guidance. The centralization allows for a better coordination of the services and actors, while raising the visibility. In an outreach perspective, this centralisation facilitates access of people looking for guidance or help.
This law also establishes a national council, named Guidance Forum (Forum orientation), in charge of establishing a national information and guidance strategy. It includes ministries, social partners, directors of secondary schools, parents’ and learners’ representatives.
The law of June 22nd 2017 also foresees that each secondary school develops its own clear and global guidance approach. Although national targets will be defined, secondary schools are autonomous to choose the best guidance practices considering their learner population. The guidance approach has to be in accordance with the reference framework for school and career guidance (Cadre de référence pour l’orientation scolaire et professionnelle), which was designed by the guidance house. The framework enables secondary schools to structure and monitor their existing guidance actions, practices and initiatives, to evaluate them and, if necessary, to adapt them and introduce new initiatives. The main goal is to provide the best possible guidance to learners and to help them choose the training in which they will have most chances of success. In each secondary school, a guidance unit is responsible for the implementation of the guidance process set out in the school's development plan (PDS). It is composed of at least two members of the teaching staff, two educational or psychosocial staff and at least one guidance counsellor. In the framework of growing autonomy of secondary schools, the head of school is free to choose whether this guidance unit is to be integrated in the Psycho-social and Educational Accompaniment Service (Service psycho-social et d’accompagnement scolaires, SePAS, previously Psychological and Educational Guidance Centre) or whether it should be organized as a service aside.

Mandatory mobility – Cross border apprenticeship
The actors of the Greater Region, in partnership with other relevant bodies, decided to deepen their cooperation in support of cross-border vocational training. They have thus developed a framework agreement that was signed on 13 November 2014 in Luxembourg. The agreement entered into force on 4 December 2014. It defines for the first-time common objectives for cross-border training for the Greater Region and proposes appropriate approaches to achieve these common goals. It also describes the measures to be taken in the field of "information and communication to sensitise citizens and businesses of the Greater Region to the opportunities for cross-border vocational training” and increase the visibility thereof. One of the objectives is the improvement of information on the possibilities of cross-border vocational training in the Greater Region. This also involves improving the information on the various initiatives in the fields of vocational training and skills at EU level.
In October 2017, the Grand-Duchy of Luxembourg, the French Republic and the Conseil Régional Grand EST and DRAAF have signed an agreement on cross border VET , allowing to put in practice the framework agreement on a bilateral level. This agreement allows young apprentices from Luxembourg and from Lorraine (the neighbouring French region) to carry out the theoretical part of their training in one country and the work based-learning part in a company in the other. Meanwhile, as of 1st of January 2020, in France, the governance of cross-border apprenticeships does not lie with the region anymore but with the central agency France Compétences; the cross-border contractual partner having changed, a renewal of the agreement is currently underway.

Since March 2018, a bilateral agreement between Luxembourg and Rhineland-Palatinate to further promote professional mobility between Rhineland-Palatinate and Luxembourg by facilitating access to or participation in initial and continuing vocational training in the other country. In addition to the competent government authorities, the partners in this agreement are professional chambers and workers' organisations. These agreements give young people new perspectives and contribute to the flow of labour force on both sides of the border and thus contributes to fight skill shortages and secure enough supply of skilled employees on both sides of the border.
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(1) https://men.public.lu/content/dam/men/fr/actualites/articles/communique….

There is no evaluation of the guidance improvement process. Each year, the partners report on the progress of the implementation of the Framework Agreement to the Summit of the Greater Region. The conclusions are published and transmitted for opinion to the Interregional Parliamentary Council as well as to the Economic and Social Committee of the Greater Region. The monitoring of the framework agreement implementation and the coordination of reporting are under the responsibility of the WG Labour Market of the Greater Region Summit, supported by the Secretariat of the Greater Region Summit. Building on partners’ reports and opinions of the Interregional Parliamentary Council and the Economic and Social Committee of the Greater Region, the WG Labour Market of the Greater Region Summit makes recommendations which will then be adopted by the Greater Region Summit and brought to the attention of the partners.
http://www.granderegion.net/Citoyens/Se-former/La-formation-professionn… its annual report, Anefore reports on the communication and promotion activities that took place during the year.

Mobility via traineeship abroad

Anefore provides information by several channels:
- Websites (1)
- Leaflets
- Press releases
- Information meetings for/in secondary schools
- Interventions in conferences and seminars
- Social networks
- Mailings

Mandatory Mobility

- Website on Guidance and trades (2)
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(1) http://www.anefore.lu/programmes/erasmus/formation-professionnelle/
http://www.erasmusplus.lu/
(2) https://beruffer.anelo.lu/, http://www.handsup.lu/fr/metiers-formations
- Website on Guidance and trades (2)
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(1) http://www.anefore.lu/programmes/erasmus/formation-professionnelle/
http://www.erasmusplus.lu/
(2) https://beruffer.anelo.lu/, http://www.handsup.lu/fr/metiers-formations

IVET learners interested in undertaking a traineeship abroad are provided with information and guidance through their schools / VET institutions. These in turn receive information from Anefore, the national agency responsible for the implementation of European programmes for education, training and youth, including the VET part of the Erasmus+ programme. Learners undertaking mandatory stays for school training abroad in the framework of cross-border apprenticeship are also provided with information and guidance beforehand at the central administration in charge of apprenticeship placement (ADEM-OP), who may transfer learners to the or House of Guidance. All other provision of information and guidance concerning IVET learning mobility to IVET learners for international learning mobility is coordinated by Anefore countrywide. Luxembourg has taken measures to improve the provision of information and guidance for IVET learning mobility. Based on the law of June 2017, the guidance process has been streamlined. Measures have also been taken to improve information for cross-border vocational training as part of a Framework Agreement between partners in the Greater Region. The measures taken to improve the provision of information and guidance are also subject to some evaluation. However, policy targets/benchmarks in terms of mobility-related information and guidance for IVET learners are still to be defined. Setting up such benchmarks, and also making policy evaluation systematic in this policy strand could be considered in future.

In Luxembourg, the international learning mobility of IVET learners is integrated in the curricula of a certain number of IVET programmes with mandatory mobility, and IVET programmes of secondary schools participating in Erasmus+.

No policy targets.

A dedicated page of the national one-stop internet portal (1) contains all relevant information regarding administrative procedure, thus assisting the visas and residency permits application process of IVET learners from third countries.
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(1) https://guichet.public.lu/fr/entreprises/ressources-humaines/recrutemen…

A general administrative national portal is in place (1), where all interested persons can find all kind of administrative information regarding daily life in Luxembourg, in French, German and English languages. The website can be used both by incoming and outgoing learners.
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(1) www.guichet.lu

IVET learners aged below 18 only need a parental authorisation. During the mobility training period, they keep in touch with the responsible person from the sending institution and can benefit from assistance.

The institution/secondary school sending learners abroad give them all necessary information and take care of the administrative procedures regarding social and labour protection as well as insurances.
Foreign students coming to Luxembourg
All the administrative procedures are described on the website www.guichet.lu. On this page, references are made to the following legal acts:
- Law of 29 August 2008 (Loi du 29 août 2008) - Free movement of persons and immigration,
- Grand-Ducal regulation of 5 September 2008 - Libre circulation des personnes et immigration.
When the right to medical care exists in another Member State of the European Union (EU), or in a Member State of the European Economic Area (Norway, Iceland, Liechtenstein) or Switzerland, students may benefit from medical care in Luxembourg thanks to the European Health Insurance card. The student may then register with the National Health Fund (CNS). This registration is only required because of medical treatment and when the reimbursement is requested from the CNS.
Where entitlement to benefit from social security is in a country which has concluded a social security agreement with Luxembourg, the student must provide proof of his social security entitlement in his/her country of origin to the Joint Centre of Social Security (CCSS) in order to benefit from social security in Luxembourg.

To be affiliated to the Luxembourg social agencies, the student must register with the CNS by presenting the registration or tuition certificate and the form established by the institution of his/her country of origin (Bosnia and Herzegovina, Cape Verde, Croatia, Macedonia, Montenegro, Quebec, Serbia, Tunisia, Turkey).
In case the student cannot benefit from insurance, or if his/her country of origin has not concluded a social security agreement with Luxembourg, s/he must subscribe a personal affiliation with the joint Centre of Social Security (CCSS).
https://guichet.public.lu/fr/citoyens/immigration/plus-3-mois/ressortis…

Some Labour law provisions apply to apprenticeship contracts, in particular:
• the protection of young workers;
• health and safety at work;
• occupational health;
• the protection of workers who are pregnant, breastfeeding or who have recently given birth;
• the protection against dismissal in the event of sick leave;
• annual leave.
• The employer must register the apprentice for full social security coverage (health, accident, pension). Social security contributions are withheld directly by employers; . In practice, all training companies are eligible for full reimbursement of the employer's share of the social security contributions for the apprenticeship wage paid.

Incomplete coordination of actions. There are no plans to make the coordination complete. Even though there is a national website www.guichet.lu (1) containing all relevant information regarding administrative procedures, there is no countrywide coordination between the different actors involved with regard to the three dimensions.
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(1). In particular there is a page dedicated to the welcoming of foreign students, i.e. http://www.guichet.public.lu/entreprises/en/ressources-humaines/recrutem...

No evaluation of actions in this policy strand.

International mobility experiences of IVET students are integrated in the curricula of some IVET programmes that take part in Erasmus+ or work-based stays abroad are encouraged, e.g. long-term internships in tourism and innkeeping programs.International mobility experience is mandatory for school-based learning in the framework of cross-border apprenticeship; work-based international mobility of IVET learners is, to date, only included in one program. Luxembourg has also set out targets for international mobility in IVET, but specific policy targets to foster mobility are lacking. In terms of smoothing the delivery of visas and residency permits to IVET learners from third countries, information is available on a centralised administrative web portal. The legal requirements for the mobility of minors have been kept sufficiently low for avoiding that facilitating measures are needed, while support to learners abroad is ensured through contacts with the responsible person from the sending institution and assistance when needed. . In future it could be considered investigating the situation on the ground, e.g. through user/stakeholder surveys, in order to check whether support measures to users are needed, and design and implement them accordingly. There is also no systematic countrywide coordination of actions in this strand, and policy evaluation is lacking, which could also be addressed in future.

Recognition of learning outcomes acquired by IVET learners involved in international learning mobility is regulated by law (1). Diplomas awarded through cross border apprenticeship are delivered by foreign schools and are subject to a recognition procedure by the department for the Recognition of Diplomas of the ministry of Education. For each IVET learner in Erasmus+ an individual Learning Agreement is established between the participant trainee, the sending institution and the host institution, in order to make the intended learning outcomes transparent for all parties involved. This contract includes a learning programme and a clear definition of the envisaged learning outcomes of the mobility period in terms of knowledge, skills and competences to be developed. During the internship, the progress of the trainee is evaluated on an on-going basis through monitoring and mentoring arrangements between the sending and the receiving institution. At the end of the internship, an evaluation by the sending institution is done upon a written report and a questionnaire that has to be filled in by the learner. Recognition of the achieved learning outcomes is done through a certification of the internship abroad, as well as through the Europass Mobility certificate.
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(1) Règlement grand-ducal du 27 octobre 2006 pris en exécution de l'article 4 de la loi modifiée du 18 juin 1969 sur l'enseignement supérieur et l'homologation des titres et grades étrangers d'enseignement supérieur
Règlement grand-ducal du 9 mai 2008 fixant les modalités de reconnaissance d'équivalence du Baccalauréat International au diplôme de fin d'études secondaires luxembourgeois
Règlement grand-ducal du 7 décembre 2010 fixant les modalités de reconnaissance d'équivalence du Baccalauréat International au diplôme de fin d'études secondaires luxembourgeois

Loi du 28 octobre 2016
1. relative à la reconnaissance des qualifications professionnelles;
2. portant création d'un registre des titres professionnels et d'un registre des titres de formation;
3. modifiant
a) la loi modifiée du 29 avril 1983 concernant l'exercice des professions de médecin, de médecin-dentiste et de médecin-vétérinaire,
b) la loi modifiée du 31 juillet 1991 déterminant les conditions d'autorisation d'exercer la profession de pharmacien,
c) la loi modifiée du 26 mars 1992 sur l'exercice et la revalorisation de certaines professions de santé,
d) la loi modifiée du 11 janvier 1995 portant réorganisation des écoles publiques et privées d'infirmiers et d'infirmières et réglementant la collaboration entre le ministère de l'Education nationale et le ministère de la Santé,
e) la loi du 2 septembre 2011 réglementant l'accès aux professions d'artisan, de commerçant, d'industriel ainsi qu'à certaines professions libérales,
f) la loi du 14 juillet 2015 portant création de la profession de psychothérapeute.
http://legilux.public.lu/eli/etat/leg/loi/2016/10/28/n2/jo

Directive 2005/36/CE du Parlement européen et du Conseil du 7 septembre 2005 relative à la reconnaissance des qualifications professionnelles
Loi du 19 décembre 2014 relative à la mise en oeuvre du paquet d'avenir - première partie (2015)

IVET learners involved in international learning mobility have easy access to recognition of learning acquired abroad.

Targets are in place. Anefore has set one objective regarding the mobility of IVET learners, which is that all learners use the Europass tools as a complement recognizing the learning outcomes of the training abroad.

The recognition approach in place in the country applies to:
• Modules
• Programmes

The same approach to recognition is applied countrywide.

There are no policy initiatives or actions aimed to make more visible contact points for the recognition of learning outcomes acquired abroad by IVET learners.
In Luxembourg the main contact point for learners taking part to Erasmus + mobility projects is their secondary school / VET institution, which provides all the information regarding the administrative management and the recognition of learning outcomes acquired abroad during an internship.
Graduated cross border apprentices are informed that the recognition of their diploma should be requested to the department for the Recognition of Diplomas of the education ministry (service de la reconnaissance des diplômes du Ministère de l’Education nationale, de l'Enfance et de la Jeunesse).
Incoming IVET degree holders may visit the Diploma Recognition Services of the Ministry of Education, Children and Youth to ask for recognition of their diploma. All information is also available on the portal www.guichet.lu (1).
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(1) The administrative guide from the Luxembourg State can be found here: http://www.guichet.public.lu/citoyens/fr/enseignement-formation/enseign….

There is no visibility policy, so no evaluation thereof.

The Europass Mobility document is part of the recognition mechanism in secondary schools where undertaking an apprenticeship abroad is mandatory. Furthermore, the learner is able to prove his/her international learning experience using this document. It describes in detail the content and the results of the period of training in Europe and thus reflects the added value of this experience.

The use of the Europass Mobility is highly recommended by Anefore and is mandatory for the VET mobility projects of the Erasmus+ Programme.

Learning agreements are used within Erasmus+ VET mobility projects. The use and recognition of learning outcomes with European VET tools, especially those of the new Europass platform, are recommended by Anefore..

The Europass Certificate Supplement is made available to all VET graduates of DAP, CCP and DT diplomas by the Ministry of Education, Children and Youth (which include NQF/EQF level).

The ministry of Education has been using the CLQ (Luxembourg qualifications framework - Cadre Luxembourgeois de qualifications) since 2016 for the registration/recognition of foreign diplomas, in which the national diploma register decides for each recognised diploma on an equivalent NQF level. The ministry also requests the inclusion of an NQF/EQF level on each issued diploma supplement.

The VET department of the ministry of Education takes part in a pilot project on European Digital Credentials Infrastructure (EDCI). The objective of the EDCI pilot project is threefold:
• Offering graduates from VET schools to get – alongside their “analogous certification” – a digital version.
• Digitally store acquired competences as subparts of a complete diploma.
• Documentation of the personal development of the student, i.e. an ., e-Portfolio.

The learning outcomes approach is used in the Learning Agreement drawn between the learner and the sending and the host institution, in order to make the intended learning outcomes transparent for all parties involved. This contract includes a learning programme and a clear definition of the envisaged learning outcomes of the mobility period in terms of knowledge, skills and competences to be developed. Recognition of the learning outcomes achieved is done through a certification of the internship abroad, as well as through the Europass Mobility certificate.

No evaluation of the recognition policy.

Luxembourg has an approach to recognize the learning acquired abroad by IVET learners. Policy targets for the recognition policy are in place, and the recognition approach is coordinated countrywide. However, the recognition policy is not evaluated, which could be addressed as a good step forward in future. The recognition process is not bound to a regulatory time limit, which is also a point that could be re-visited in future. The country makes use of the Europass mobility document, the Europass Certificate Supplement EQF and NQF and the Learning Outcomes approach.

Targets are in place. Each year, Anefore defines national objectives and quantitative or qualitative indicators related to each key action of the Erasmus + Programme. For instance, regarding partnerships and funding, the following indicators have been defined in the work programme 2020 of Anefore:
- 98 % of the budget take-up for Key Action 1 mobility project in VET
- the goal for 2020 regarding the share of cross-sectoral projects awarded is set to 30 % of Strategic partnerships in VET;
- the goal of the share of awarded projects in Strategic partnerships involving enterprises or other socio-economic players in 2020 has been set to 70 % of VET Strategic partnerships.

Incomplete coordination of actions. There are no plans to make the coordination complete. There are different types of partnerships available and different actors involved. There is no complete coordination between the different dimensions.
Erasmus+ mobility is coordinated by Anefore, the national agency for the Erasmus+ Programme and other European programmes for education, training and youth. Anefore is placed under the authority of the Ministry of National Education, childhood and youth (MENJE) and the Ministry of higher education and research (MESR). Responsible for the operational management of the decentralised actions of the European programmes in the fields of education, training and youth, Anefore monitors the lifecycle of funded projects and manages the assessment at the national level. The Agency plays both the role of facilitator of programmes and operator of means. Anefore tasks are in particular to promote the Erasmus + programme (2014-2020) and the European Solidarity Corps Programme (2018-2020) in Luxembourg, including support to the creation of partnerships and networks; funding learners; support to organisers of mobility projects.
Regarding the cross-border apprenticeships, all dimensions are managed by the ministry of Education, Children and Youth in cooperation with the professional chambers and the national Public Employment Service (ADEM).

The country promotes Erasmus+ actions in order to foster and support the creation of partnerships for international learning mobility projects in IVET.
There are two types of strategic partnerships:
• Strategic partnerships supporting innovation :These projects develop innovative outputs and involve intensive activities to promote and make use of both existing and new products or innovative ideas.
• Strategic partnerships supporting exchange of good practices: The main objective is to enable organisations to develop and strengthen networks, boost their ability to operate at transnational level and to share and compare ideas, practices and methods.
In order to be eligible to funding, strategic partnerships in the VET sector must address either at least one horizontal priority of Erasmus+ or at least a specific priority set by the European Commission for the VET sector, i.e.:
• Developing partnerships supporting the setting up and implementation of internationalisation strategies for VET providers,
• Developing partnerships aimed at promoting work-based learning in all its forms,
• Increasing the quality in VET through the establishment of feedback loops to adapt VET provision, including by setting-up or testing graduate tracking arrangements as part of quality assurance systems in line with the Council Recommendation on tracking graduates, and the Recommendation on the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET),
• Enhancing access to training and qualifications for all, with a particular attention to the low-skilled, through continuing VET,
• Further strengthening key competences in initial and continuing VET,
• Supporting the uptake of innovative approaches and digital technologies for teaching and learning,
• Introducing systematic approaches to, and opportunities for, the initial and continuous professional development of VET teachers, trainers and mentors in both school and work-based settings,
• Further develop national skills competition at sectoral levels, as a means of increasing attractiveness and excellence in VET.

The partnerships must involve at least 3 organisations from 3 different countries (countries participating in the Erasmus+ programme). Organisations from partner countries may also participate if their expertise and involvement bring a real added value to the project. The duration of a strategic partnership is between 12 months and 36 months. The financial management of the project is provided by the project coordinator. The maximum grant for strategic partnerships is EUR 150.000 per year.
Secondary schools which have subscribed for a mobility project are encouraged to develop international partnerships or alliances.

Information not available at this time

In Luxembourg, there are actions in line with Erasmus+ aimed to provide IVET learners with financial support for their international mobility.
Mobility via traineeship abroad
Organisation:
Learners in secondary schools or institutions which have applied for an Erasmus+ project can undertake traineeships abroad during their training. The total duration of the traineeships may last between 2 weeks and 1 year.
Actors:
Anefore is the national agency responsible the implementation of European programmes for education, training and youth, like the Erasmus+ programme. The main contact point for learners is their secondary schools / institutions which provide all the information. The secondary schools get from Anefore all information regarding the administrative and financial management of their project.
Target groups:
Only learners in secondary schools / institutions having a mobility project with Anefore are concerned.
Means allocated:
The secondary schools having a mobility project and sending the learners prepares a grant agreement which specifies: the amount of the financial support that will be received during the mobility period; and how this amount will be transferred to the learner. The amount of daily allowance for learners varies from EUR 44 to EUR 84 depending on the receiving country and the duration of the mobility. The travel allowance varies between EUR 20 and EUR 1 500, depending on distance from sending country.

The actions taken to provide IVET learners with support for their international mobility are subject to evaluation.
Anefore is subject to audits evaluating its operation and its proper management.

The country implements actions in line with Erasmus+ ones to provide stakeholders involved in organising international IVET mobility projects with financial and non-financial support.
Anefore monitors the lifecycle of funded projects. The agency plays both the role of facilitator and operator of means. It:
- advises beneficiaries and monitors projects, aiming for quality;
- disseminates the results of projects.

The actions taken to provide stakeholders and staff with financial and non-financial support for their international mobility are subject to evaluation.
Anefore is subject to audits evaluating its operation and its proper management.

Luxembourg has set out policy targets for this area. Policies for supporting VET institutions and companies in the creation of partnerships and networks and in organising mobility projects are in place. Strategic partnerships in VET are encouraged and can receive funding. Anefore (the national agency for the Erasmus+ programme) plays the role of facilitator for the stakeholders and staff involved in mobility projects and offers support and assistance in the administrative management of the projects. The country is also committed to support students' mobility. IVET learners from institutions involved in Erasmus+ projects can undertake traineeships abroad and receive financial support for their mobility. These support actions are subject to some monitoring (except the support to partnerships and networks, which is not). In future, it could be made sure that – and made clear how – all policies in this area are evaluated and resulting recommendations translated into improvements in the next generation of policies. Systematic countrywide coordination of policies in this strand is also lacking, which could also be addressed as a good step forward in future.

Anefore, the national agency for the Erasmus+ Programme in Luxembourg, provides information on mobility opportunities. This information is also relayed by other entities such as the Local Action for Youth (Action locale pour la Jeunesse - ALJ) and the National Youth Service (Service National de la Jeunesse - SNJ). Anefore also publishes news on its website and monthly newsletters providing information on mobility opportunities. In 2020, an impact study on VET mobility has been published (1) which main purpose was to collect participants’ opinions on the skills they had acquired or developed thanks to their participation in mobility programmes. The respective sending institutions, mainly schools, which are in direct contact with potential mobility candidates, are also important relay points for disseminating information on mobility and for promoting the added-value of mobility. They organise information sessions for parents and learners presenting information and testimonies. Anefore also collects testimonies from former mobility candidates, from school directors and teachers, who are used as multipliers.
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(1) https://www.anefore.lu/wp-content/uploads/2020/11/VET-Tracer-Study_EN.p…

Incomplete coordination of actions.
Anefore is the main organisation coordinating Erasmus+ and mobility projects. It provides all of the related information. However, next to Anefore, there is a multiplicity of other stakeholders, like the National Youth Service (Service National de la Jeunesse, SNJ), the House of Guidance (Maison de l'orientation), the Local Youth Action (Action Locale Jeunes, ALJ), the national Youth Information Agency (ANIJ), Eurodesk Luxembourg as well as the sending institutions, who are important relay points concerning the dissemination of information.
The ministry of National Education, Children and Youth (MENJE), the National Public Employment Agency and the professional chambers are in charge of cross-border apprenticeships.

Anefore, the national agency for the Erasmus+ Programme, monitors the lifecycle of funded projects and manages the assessment at the national level. It evaluates the promotion activities of the sending institutions, which are obligated to promote and disseminate the results and the added-value of mobility projects. If they don't fulfil their missions, Anefore will make recommendations for the future projects.

No specific policy targets/benchmarks have been set for the motivation policy.

Luxembourg provides IVET learners with information about mobility opportunities
An impact study on VET mobility has been published in 2020
Actions to promote a mobility culture through mainstreaming mobility in all learning contexts and increasing the social recognition of the value of learning mobility are also lacking. The existing actions are coordinated countrywide, although not in a systematic and complete manner. These actions are evaluated. Although general objectives for mobility have been defined, the country has not set up policy targets specifically addressing the topic of learners’ motivation. In future, steps forward could include: developing actions which more specifically address the issue of raising learners’ awareness about the added value of mobility (not only awareness about the opportunities for mobility) and the promotion of a mobility culture (in particular through mainstreaming mobility into all learning contexts and increasing the social recognition of the value of mobility); setting up specific policy benchmarks in terms of learners’ motivation; and making policy coordination in this area systematic, complete and topic-specific.

The country has taken actions that cover the following three dimensions.
Linguistic and intercultural preparation
Luxembourg has a multilingual school setting, in which all learners learn at least German, French and English. Other languages (Italian, Spanish, Chinees …) can also be learned depending on the chosen school track. A major reform introduced in October 2017, introduces this multilingual component in the preschool day-care context.
A new course, called ‘Life and society’, introduced in the school year 2016-2017 aims to prepare pupils for life in a multicultural society.
Digital preparation

In 2015, the Digital (4) Education strategy was implemented based on five dimensions (Digital Citizen, Digital Peer, Digital learner, Digital Worker, Digital Entrepreneur) for which specific projects were developed, in order to make sure that the school actors dispose of the necessary tools (software, equipment, pedagogic resources, numeric learning environments, ...) to be able to create learning situations favourable to the development of digital competences. For instance, Digital Classroom Lëtzebuerg (DCL), a technical and technological skills development program in two parts:
• the introduction of ‘Office 365 for Education’, which enables free access to a modern digital production and collaboration environment;
• Innovative Schools, a project on the use of digital tablets in the classroom and the promotion of new learning strategies that they allow.
On February 6th, 2020, the Ministry of Education announced a new strategy for digital education from primary school to secondary technical and classical education. « Simply digital- future competences for strong children » (« einfach digital - Zukunftskompetenze fir staark Kanner ») aiming at strengthening the competences of the 21st century by a set of measures with a stronger focus on the promotion of computational thinking and coding. Anticipating the increasing demand for digital skills in professional and private life, the strategy for digital education aims to foster not only computational skills. It is based on 5 uniquely human competences (5 C): Critical Thinking, Creativity, Communication, Cooperation, Coding.
The measures taken are part of the “Media compass” (“Medienkompass”), a framework of reference providing guidelines to school teachers that has been issued by the Ministry in March 2020. The guidelines cover 16 competences allowing to develop media and digital skills throughout the educational process.

In the framework of Erasmus+, most of the subscription steps have to be accomplished using digital tools and the learners have to fill in an online report about their training.
The European Computer Driving Licence (or International Computer Driving Licence is an internationally recognized certification attesting practical competences in the use of informatics applications. The tests can be taken at the Lifelong Learning Centre of Luxembourg Chamber of employees. It allows validating competences related to TIC. The European Computer Driving Licence is an assessment of informatics knowledge that values the know-how and the competences by an internationally recognized certification. The ECDL courses are included in some VET programmes (trade and administration).
In the framework of Erasmus +, all participating institutions have to develop an internationalisation strategy and its impacts on a personal and a systemic level in order to receive funding.
Internationalising the IVET curriculum

Some trainings/courses require a placement abroad or for which placement abroad is encouraged. This is in particular the case for some training in the agricultural field, in health professions,tourism and innkeeper. There are several professions and trades that can only be learned via cross-border apprenticeships, in which the practical part in the workplace is carried out in a training institution/company located in Luxembourg and where schooling is provided by an institution /high school in a neighbouring country. These occupations are annually defined by grand-ducal regulations. For the cross-border apprenticeship, internationalisation of IVET is the essence of these programmes.

Complete countrywide coordination of actions takes place through a countrywide framework which is set by regulations and/or arrangements agreed between players. Due to the size of the country, the education system is a fully coordinated national system.

The existing linguistic and intercultural, digital, and internationalisation actions (or at least some of them) are monitored. But there is no systematic and complete evaluation and no systematic process of setting up recommendations oriented towards future improvement, and no plan to develop any. Institutions' applications for Erasmus+ are evaluated by Anefore with regard to their internationalisation strategy.

No policy targets. Concerning digital actions, concrete policy goals exist in the framework of the initiative. « Simply digital- future competences for strong children » (« einfach digital »- Zukunftskompetenze fir staark Kanner ») which aims at strengthening the competences of the 21th century. Anticipating the increasing demand for digital skills in professional and private life, the strategy for digital education aims to foster not only computational skills. It is based on five uniquely human competences: critical thinking, creativity, communication, cooperation, coding. The ministry of Education introduced a new framework of reference, the “Media compass” (“Medienkompass”) which provides practical guidelines of digital education to schoolteachers of all branches and educational staff.

However, no concrete benchmarks were set out.

At the end of the internship an evaluation by the sending institution is done upon a written report and a questionnaire filled out by the learner. The sending institution also has to draw a synthetic report on the feedback, problems and critics that may concern the preparation of the mobility stay.
In 2020, an impact study on VET mobility has been published (1), which main purpose was to collect participants’ opinions on the skills they had acquired or developed thanks to their participation in mobility programmes. This study gives also feedback on mentoring and support provided by hosting companies / institutions

Luxembourg has actions in place to provide IVET learners with linguistic and digital preparation for future mobility from the early stages of education. Initiatives to internationalise IVET programmes are also in place. These actions are coordinated countrywide. They are evaluated, although not in a systematic and complete manner. The country has defined objectives for long-term digital preparation.

The country has taken actions in the following dimensions:

Language preparation
Mobility candidates have access to the Online Linguistic Support (OLS), which aims at supporting Erasmus+ candidates with the acquisition of language competencies. Participants can self-assess and improve their language competencies.
Learners are obligated to make a linguistic test before and after their mobility stay.
Depending on the sending institution, learners have to do personal research about the host country in order to start being familiar with the local codes and customs.

Stay monitoring
The tutor in the sending institution helps organise the journey, while the tutor in the receiving institution helps to find affordable housing and information on practical things useful upon arrival. However, some institutions request a certain degree of autonomy from the learners by requesting them to organise their mobility themselves with a support from the tutors in case of questions or problems. Mobility participants are regularly in contact with both tutors. During the internship the progress of the trainee is evaluated on an on-going basis through monitoring and mentoring arrangements between both the sending and the receiving institution.

Feedback collection
At the end of the internship an evaluation by the sending institution is done upon a written report and a questionnaire filled out by the learner. The final report has to mention the difficulties and problems encountered during the project and the solutions applied. The sending institution also has to draw a synthetic report on the feedback, problems and critics concerning the project.

Transport, housing, catering
According to the Erasmus+ VET mobility Quality Commitment attached to the Individual Learning Agreement, the sending institution has to “manage the practical elements around the mobility, taking care of the organisation of travel, accommodation, necessary insurances, safety and protection, visa applications, social security, mentoring and support, preparatory visits on-site etc” and the host institution should provide “practical support if required, including a clear contact point for trainees that face difficulties”.

Complete countrywide coordination of actions in all dimensions is ensured through a countrywide framework which is set by regulations and/or arrangements agreed between players. Individual Learning Agreements are established between the sending institution, the learner and the host institution. The agreements define the obligations and responsibilities of the different parties concerning the different dimensions.

The existing quality actions (or at least some of them) are evaluated: not only are they monitored (e.g. through reports, audits, user surveys, etc.) but also recommendations for future improvement are set up, implemented and followed-up along time for (re)adjustment as necessary. The application of the sending institution has to undergo a selection procedure by Anefore, which constitutes a first evaluation. A mid-term report from the sending institution constitutes a further evaluation tool. Anefore makes a final in-depth evaluation of the learners and the institution's final report and makes recommendations for improvement if necessary.

No specific policy targets/benchmarks have been set for the Quality policy.

The reports produced filled in by the sending institutions, and learners on the “Mobility tool+” allow to collect some feedbacks and remarks for improvement that are used to make recommendations by Anefore and help beneficiaries to improve the next mobility projects.

The reports produced filled in by the sending institutions, and learners on the “Mobility tool+” allow to collect some feedbacks and remarks for improvement that are used to make recommendations by Anefore and help beneficiaries to improve the next mobility projects

The reports produced filled in by the sending institutions, and learners on the “Mobility tool+” allow to collect some feedbacks and remarks for improvement that are used to make recommendations by Anefore and help beneficiaries to improve the next mobility projects.

Luxembourg has actions in place to ensure the quality of mobility in terms of pre-stay linguistic and intercultural preparation, stay monitoring processes, post-stay feedback mechanisms, and providing learners with affordable and convenient transport, accommodation and catering. The policy is countrywide coordinated and evaluated. Room is made for users to give feedback on it upon having experienced mobility. The country has not defined any policy targets for this thematic area. Steps for further progress in future could include: setting up policy targets for the area of mobility quality; making sure that all potential users know about the quality mechanisms in place and how to access them; ensuring that learners may express their views on the feedback mechanisms and the media/channels used for it; and monitoring the use of the quality mechanisms so as to readjust and improve these accordingly over time as necessary.

Four types of support can be identified:
1. Apprenticeship wages
Learners under apprenticeship receive a monthly apprenticeship wage from their training institutions. This also applies to cross-border apprenticeship. The amount of the wage depends on: the trade or profession chosen; the number of years of apprenticeship already performed; and successful completion. The amounts are amended each year by Grand Ducal Regulation. The labour code enables “multiple training sites” in WBL; yet, as the training company pays the apprenticeship wage, mobility periods have to be approved by the employer.
2. Financial aid for students from low income families
Targeted at students from low income families attending full-time secondary and technical secondary education. The amounts perceived are determined with reference to a social index calculated on the basis of the net income of the household and the number of dependent children. The amounts of aid thus vary according to the national social index. This financial aid mainly covers purchasing school supplies and contributing to expenses for extracurricular activities and activities outside of school.
3. Family allowance
Learners aged 25 or less are eligible to family allowances. The basic family allowance amounts to EUR 265 pro month. This amount is increased by 20 € per month for every child over 6 years and 50 € per month for every dependent child over 12 years.
4. Back-to-school subsidy
The back-to-school subsidy , automatically granted to children in receipt of the family allowance, is paid in August every year until the year in which their schooling comes to an end or is abandoned. The amount of back-to-school allowance is set at EUR 115 for children over 6 years of age and EUR 235 for children over 12 years of age.

1. Apprenticeship wage
Monthly wage which varies depending on the trade and profession learned.
2. Financial aid for students from low income families
Providing learners from low-income background with equal opportunities.
3. Family allowance
Helping households raise their children by offsetting family expenses, that is to say the financial expenses related to the care and the education of children.
4. Back-to-school subsidy
Helping households to cover the expenses for school material at the beginning of the school year.

1. Apprenticeship wages
The training company pays the apprenticeship wage State incentives may apply.
2. Financial aid for students from low income families
State funding
3. Family allowance
Applications for family allowances must be submitted to the Child Futures Fund (CAE). It is a State funding.
4. Back-to-school subsidy
This subsidy is paid by the Child Futures Fund (CAE in August every year until the year of school leaving.

1. Apprenticeship wage
A minimum monthly apprenticeship wage is to be paid by training institutions to their apprentices. This also applies to cross-border apprenticeship. The amount of the wage depends on: the trade or profession chosen; the number of years of apprenticeship already performed; and successful completion. The amounts are amended each year by Grand Ducal Regulation.
2. Financial aid for students from low income families
Financial assistance is aimed at students attending full-time secondary and technical secondary education (learners in an apprenticeship are not concerned) and who live in a household with an annual income not exceeding a certain amount. The amounts perceived are determined with reference to a social index calculated on the basis of the net income of the household and the number of dependent children. The amounts of aid thus vary according to the national social index.
3. Family allowance
Each child is entitled to a monthly allowance from the month of his birth, as well as a back to school allowance from the age of 6 until the end of his schooling (or his 25th birthday at the latest). Allowances shall be extended until the age of 25 years if the child pursues studies according to one of the following criteria:
- secondary or technical secondary education or equivalent in Luxembourg or abroad, with a minimum duration of at least 24 hours per week;
- an apprenticeship (in Luxembourg or abroad) for which the apprenticeship wage is less than the minimum social wage;
- studies or training adapted to their abilities in a differentiated institute, service or educational centre, or in an equivalent institution abroad.
4. Back to school subsidy
The back-to-school subsidy is automatically granted to children in receipt of the family allowance

All three types of financial support are portable.

The apprenticeship allowance, the financial aid for students from low income families, and the family allowance are also applicable for learners in school abroad. Due to the size of the country and the presence of cross-border workers, portability is always taken into account.

The apprenticeship allowance, the aid to students from low income background, and the family allowance are portable. Portability is coordinated as part of the coordination of the financial supports, which is ensured through regulations, in particular:
- Article 5 of Regulation of 26 July 2010 on the organisation of cross border apprenticeship, which states that for the trades and professions concerned by an apprenticeship in Luxembourg, the minimum amounts of apprenticeship allowances are regulated in Luxembourg;
- Article 4 of Grand Ducal Regulation of 29th August 1988, which provides for financial assistance to needy students;
- “Livre IV” of the social security code, which provides for the family allowances for studying dependent children.

The existing portability mechanisms are not evaluated.

All allocations are portable.

Luxembourg has in place regulations which ensure that the financial support awarded to learners (including IVET learners) for domestic use are portable during mobility periods. Portability is coordinated though the coordination of the financial supports. all allocations are portable.

Training without borders (TWB) is a project involving different partners in France, Belgium, Luxembourg which is aimed at young people in or at risk of school dropout. The aim is to motivate young people with social and scholar difficulties by offering them an alternative valorising training in adequation with the real needs of the companies, in order to boost their employability and social integration. After a first year of design (2015-16), the project has opened its doors to 5 participating schools in two main domains: construction and carer. It aims to develop young people’s life skills, to secure their professional pathways with another teaching conception, based on a positive approach, work on self-confidence and competences. The training takes place in school and in a company and helps young people to develop social, transversal and specific skills regarding a specific trade. It is a training taking place before VET. The establishment of a common training scheme to the partner countries favours the recognition of certifications across the borders. From 2016-2018, a two year training phase, with 2 classes (12 pupils) in each participating country. Pupils participate in 32 weeks of training per year, of which 16 weeks in school (4 weeks of cross border modules) and 16 weeks in a company. The programme also includes cultural visits and exchange workshops. In June 2018 an evaluation workshop has taken place and participating region were satisfied by the results. However, this project has currently not been renewed.

There is no coordination of the individual actions that might take place.

There is no policy evaluation in this thematic area.

Each year, Anefore defines national objectives and quantitative or qualitative indicators related to each key action of Erasmus+. For instance, regarding “participation of people with special needs or fewer opportunities in the programme”, target indicator has been defined for the year 2020: 1% of learners with special needs in awarded Key action 1 projects for VET.

Luxembourg has some actions specifically targeted at supporting the mobility of disadvantaged learners, in particular those in or at risk of school dropout. However, no coordination and evaluation processes are in place for these actions. Yet, the country has policy targets in terms of supporting the mobility of disadvantaged IVET learners. Steps for further progress in future could include extending the range of actions so as to cover the topics of information and guidance, funding and use of multipliers, for example. Introducing processes for policy coordination and evaluation could be considered as well. It could also be considered making sure that the opportunities open are made visible to potential users (including how to benefit from them); making room for users to give feedback on the support mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve them accordingly over time as necessary.

Actions have been taken in two directions
1. Encouraging the use of ‘multipliers’ to exchange with not yet mobile IVET learners and inspire and motivate them to become mobile
In the framework of Erasmus+ mobility projects, Anefore uses testimonies in order to promote mobility and to motivate not yet mobile IVET learners. The testimonies come from former mobility candidates, but also school directors and teachers, and occasionally Erasmus + ambassadors, who all play as multipliers. Testimonies take place through participation in meetings and conferences, but also through videos and articles posted on the institutions' web sites or presented in publications, or on their Facebook or Youtube pages. Anefore also strongly encourages the sending institutions, which are in direct contact with potential mobility candidates, to organize for parents and learners information sessions where testimonies are presented.
2. Encouraging IVET institutions to recognise and value teachers’, trainers’ and youth workers’ commitment to learning mobility
A discharge can be given to teachers who are in charge of mobility projects and who accompany mobile learners.

There is some coordination as regards the actions carried out by the Erasmus+ National Agency.

The existing actions are not evaluated.

No policy targets/benchmarks have been set for the use of multipliers.

Luxembourg has in place actions through which multipliers are called for to motivate not-yet mobile learners, and staff committed to mobility activities are recognised through the award of discharges. These actions are coordinated, although not in a complete and systematic manner. The actions are not evaluated. Luxembourg has also not set out policy targets/benchmarks for its actions in the multipliers area. Steps for progress in future could include setting up such targets along with processes for systematic and complete policy coordination and evaluation in the area. It could also be considered developing actions to mainstream mobility experience into the training of educational staff; carrying out actions to make it visible to all potential users what that the existing multipliers-related mechanisms are and how to have access to them; making room for users to give feedback on the said mechanisms upon having experienced them; and monitoring the use and practice of the mechanisms so as to readjust and improve them accordingly over time as necessary.

Information and guidance: IVET learners interested in undertaking a traineeship abroad are provided with information and guidance through their schools / VET institutions. These in turn receive information from Anefore, the national agency responsible for the implementation of European programmes for education, training and youth, including the VET part of the Erasmus+ programme. Learners undertaking mandatory stays for school training abroad in the framework of cross-border apprenticeship are also provided with information and guidance beforehand at the central administration in charge of apprenticeship placement (ADEM-OP), who may transfer learners to the or House of Guidance. All other provision of information and guidance concerning IVET learning mobility to IVET learners for international learning mobility is coordinated by Anefore countrywide. Luxembourg has taken measures to improve the provision of information and guidance for IVET learning mobility. Based on the law of June 2017, the guidance process has been streamlined. Measures have also been taken to improve information for cross-border vocational training as part of a Framework Agreement between partners in the Greater Region. The measures taken to improve the provision of information and guidance are also subject to some evaluation. However, policy targets/benchmarks in terms of mobility-related information and guidance for IVET learners are still to be defined. Setting up such benchmarks, and also making policy evaluation systematic in this policy strand could be considered in future.

Institutional and administrative issues: International mobility experiences of IVET students are integrated in the curricula of some IVET programmes that take part in Erasmus+ or work-based stays abroad are encouraged, e.g. long-term internships in tourism and innkeeping programs.International mobility experience is mandatory for school-based learning in the framework of cross-border apprenticeship; work-based international mobility of IVET learners is, to date, only included in one program. Luxembourg has also set out targets for international mobility in IVET, but specific policy targets to foster mobility are lacking. In terms of smoothing the delivery of visas and residency permits to IVET learners from third countries, information is available on a centralised administrative web portal. The legal requirements for the mobility of minors have been kept sufficiently low for avoiding that facilitating measures are needed, while support to learners abroad is ensured through contacts with the responsible person from the sending institution and assistance when needed. . In future it could be considered investigating the situation on the ground, e.g. through user/stakeholder surveys, in order to check whether support measures to users are needed, and design and implement them accordingly. There is also no systematic countrywide coordination of actions in this strand, and policy evaluation is lacking, which could also be addressed in future.

Recognition: Luxembourg has an approach to recognize the learning acquired abroad by IVET learners. Policy targets for the recognition policy are in place, and the recognition approach is coordinated countrywide. However, the recognition policy is not evaluated, which could be addressed as a good step forward in future. The recognition process is not bound to a regulatory time limit, which is also a point that could be re-visited in future. The country makes use of the Europass mobility document, the Europass Certificate Supplement EQF and NQF and the Learning Outcomes approach.

Partnerships and funding: Luxembourg has set out policy targets for this area. Policies for supporting VET institutions and companies in the creation of partnerships and networks and in organising mobility projects are in place. Strategic partnerships in VET are encouraged and can receive funding. Anefore (the national agency for the Erasmus+ programme) plays the role of facilitator for the stakeholders and staff involved in mobility projects and offers support and assistance in the administrative management of the projects. The country is also committed to support students' mobility. IVET learners from institutions involved in Erasmus+ projects can undertake traineeships abroad and receive financial support for their mobility. These support actions are subject to some monitoring (except the support to partnerships and networks, which is not). In future, it could be made sure that – and made clear how – all policies in this area are evaluated and resulting recommendations translated into improvements in the next generation of policies. Systematic countrywide coordination of policies in this strand is also lacking, which could also be addressed as a good step forward in future.

Motivation: Luxembourg provides IVET learners with information about mobility opportunities
An impact study on VET mobility has been published in 2020
Actions to promote a mobility culture through mainstreaming mobility in all learning contexts and increasing the social recognition of the value of learning mobility are also lacking. The existing actions are coordinated countrywide, although not in a systematic and complete manner. These actions are evaluated. Although general objectives for mobility have been defined, the country has not set up policy targets specifically addressing the topic of learners’ motivation. In future, steps forward could include: developing actions which more specifically address the issue of raising learners’ awareness about the added value of mobility (not only awareness about the opportunities for mobility) and the promotion of a mobility culture (in particular through mainstreaming mobility into all learning contexts and increasing the social recognition of the value of mobility); setting up specific policy benchmarks in terms of learners’ motivation; and making policy coordination in this area systematic, complete and topic-specific.

Long-term preparation: Luxembourg has actions in place to provide IVET learners with linguistic and digital preparation for future mobility from the early stages of education. Initiatives to internationalise IVET programmes are also in place. These actions are coordinated countrywide. They are evaluated, although not in a systematic and complete manner. The country has defined objectives for long-term digital preparation.

Quality: Luxembourg has actions in place to ensure the quality of mobility in terms of pre-stay linguistic and intercultural preparation, stay monitoring processes, post-stay feedback mechanisms, and providing learners with affordable and convenient transport, accommodation and catering. The policy is countrywide coordinated and evaluated. Room is made for users to give feedback on it upon having experienced mobility. The country has not defined any policy targets for this thematic area. Steps for further progress in future could include: setting up policy targets for the area of mobility quality; making sure that all potential users know about the quality mechanisms in place and how to access them; ensuring that learners may express their views on the feedback mechanisms and the media/channels used for it; and monitoring the use of the quality mechanisms so as to readjust and improve these accordingly over time as necessary.

Portability: Luxembourg has in place regulations which ensure that the financial support awarded to learners (including IVET learners) for domestic use are portable during mobility periods. Portability is coordinated though the coordination of the financial supports. all allocations are portable.

Disadvantaged learners: Luxembourg has some actions specifically targeted at supporting the mobility of disadvantaged learners, in particular those in or at risk of school dropout. However, no coordination and evaluation processes are in place for these actions. Yet, the country has policy targets in terms of supporting the mobility of disadvantaged IVET learners. Steps for further progress in future could include extending the range of actions so as to cover the topics of information and guidance, funding and use of multipliers, for example. Introducing processes for policy coordination and evaluation could be considered as well. It could also be considered making sure that the opportunities open are made visible to potential users (including how to benefit from them); making room for users to give feedback on the support mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve them accordingly over time as necessary.

Multipliers: Luxembourg has in place actions through which multipliers are called for to motivate not-yet mobile learners, and staff committed to mobility activities are recognised through the award of discharges. These actions are coordinated, although not in a complete and systematic manner. The actions are not evaluated. Luxembourg has also not set out policy targets/benchmarks for its actions in the multipliers area. Steps for progress in future could include setting up such targets along with processes for systematic and complete policy coordination and evaluation in the area. It could also be considered developing actions to mainstream mobility experience into the training of educational staff; carrying out actions to make it visible to all potential users what that the existing multipliers-related mechanisms are and how to have access to them; making room for users to give feedback on the said mechanisms upon having experienced them; and monitoring the use and practice of the mechanisms so as to readjust and improve them accordingly over time as necessary.